R-3 Repository :: Browsing by Author "Quinones, Miguel A."

Browsing by Author "Quinones, Miguel A."

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Action or opportunity: A further examination of voice effects
(2000) Avery, Derek Reynold; Quinones, Miguel A.
This study assessed whether the effect of voice on procedural fairness is due to the opportunity to voice or to actual voice behavior. In addition, it examined several possible antecedents of voice behavior. In a laboratory experiment, 100 undergraduates completed measures of personality, self-evaluation, perceived voice instrumentality and opportunity to voice. Opportunity for voice, goal setting, and voice instrumentality were manipulated. The results show that opportunity to voice, but not voice behavior, predicted fairness perceptions. Further, goal setting, perceived instrumentality, conscientiousness, and voice self-efficacy significantly predicted voice behavior. Significant interactions between locus of control and voice instrumentality and goal setting and perceived instrumentality on voice behavior were detected. The implications of these findings and directions for future research are discussed.
Computer adaptive testing: The impact of test characteristics on perceived performance and test takers' reactions
(2001) Tonidandel, Scott; Quinones, Miguel A.
This study examined the relationship between characteristics of adaptive testing and test takers' subsequent reactions to the test. Participants took a computer adaptive test in which two features, the difficulty of the initial item and the difficulty of subsequent items, were manipulated. These two features of adaptive testing determined the number of items answered correctly by examinees and their subsequent reactions to the test. The data show that the relationship between test characteristics and reactions was fully mediated by perceived performance on the test. In addition, the impact of feedback on reactions to adaptive testing was also evaluated. In general, feedback that was consistent with perceptions of performance had a positive impact on reactions to the test. Implications for adaptive test design concerning maximizing test takers' reactions are discussed.
Do motives matter? An examination of reasons for attending training and their influence on training effectiveness
(2000) Nease, AnJanette Agnew; Quinones, Miguel A.
Previous training research has typically considered individuals' motives for attending training as voluntary or mandatory. This study expanded upon previous research by exploring the various motives or reasons that individuals have for attending training and development programs. A review of previous research on training suggested six reasons or motives as potential determinants of individuals' decisions to attend training. A model was developed proposing individual and contextual variables as antecedents of reasons for attending training, and relationships were hypothesized between attendance motives, pre-training motivation to learn, and indicators of training effectiveness. Participants were one hundred seventeen mathematics teachers of various grade levels (K--12) who attended a summer professional development program. The program was designed to improve content knowledge of mathematics and promote nationally recognized instructional practices. Participants completed two surveys, administered before and after the four-week program. Results provided support for hypothesized key reasons for attending training: compliance, skill improvement, intrinsic interest, career management, and performance standards. Individuals who reported attending the program based on intrinsic interest or a desire for skill improvement also reported higher motivation to learn, while those who attended due to a compliance motive were less motivated to learn. Performance and goal orientation emerged as significant predictors of individuals' reasons for attending training. Further, motivation to learn was positively related to training reactions. The results suggest that individuals' decisions to attend training and development programs may be based on complex factors and personal goals. Implications for future research are discussed.
Examination of the impact of the changing nature of work on occupations: A longitudinal study
(2001) Adams, Ann A.; Quinones, Miguel A.
Much has been written about the changing nature of work. However, past research in this area has tended to investigate changes at a very specific or extremely broad level. The literature on the changing nature of work is missing a detailed empirical study that uses the same instrument to examine what people actually do on the job and how that has changed over time. This study uses twenty years of data from the Position Analysis Questionnaire (PAQ) to investigate whether the broad changes that have been postulated in the literature on the changing nature of work are materializing at the job level and whether these changes vary by occupational category. Scores on the 45 PAQ job dimensions were analyzed to examine how work has changed at the job level. The results of this study suggest that workers are expected to demonstrate independence while operating in an increasingly interconnected, interdependent workplace. Workers are expected to be more independent as they take on more responsibility, have greater decision making authority, and have more interaction with customers, the public, and others outside the organization. At the same time, there is greater interdependence in the workplace. The importance of coordination, communication, and personal contact have increased over time. This study demonstrates that many of the broad statements in the literature over-simplify the changes taking place in the world of work. The results show that the pattern of change is very complex and varies by occupational category. However, a number of findings were remarkably consistent across occupations. For example, the extent to which workers are required to perform skilled or technical activities on the job has declined over time. The importance of controlling machines and processes, as well as the use of miscellaneous equipment such as computers, has increased over time. Despite this, the extent to which jobs require personal contact has also increased. The importance of performing information processing activities has declined. Finally, the extent to which jobs involve working in an unpleasant, hazardous, or demanding environment has increased.
Examination of the relative importance of the dimensions of applicants' work experience: A policy-capturing approach
(1999) Adams, Ann A.; Quinones, Miguel A.
This study examines whether raters are sensitive to differences among job applicants on multiple dimensions of work experience. A policy-capturing approach was employed to investigate the relative importance of applicant age and time, amount, and type-based measures of experience. Undergraduates, MBAs, and recruiters made judgements about work experience, job knowledge, motivation, intelligence, responsibility, and likelihood of hire. The time-based measure had the strongest influence on decisions about work experience. The amount and type-based measures had the most influence on decisions about the other dependent variables. Older applicants tended to receive lower ratings on all dependent variables. There were no significant differences in decision policies among the three samples. Participants employed complex decision policies, had a relatively high degree of cognitive control, and had a fair amount of insight into their decisions. Experienced raters tended to place more importance on the time-based measure than inexperienced raters.
Gender and the internalization of group feedback: The moderating effects of task type, collectivism, and perceived contribution
(2004) Turner, Stacey L.; Quinones, Miguel A.
The purpose of the present study was to examine the extent to which men and women in a group internalize group feedback, and what mechanisms might underlie this internalization. Task/gender congruence, perceived contribution, and collectivism were all proposed contributors to gender differences in feedback internalization, and the consequent relationship between self- and collective-efficacy beliefs. Participants completed a brainstorming class and were given false group feedback. Results indicated that there were gender differences in response to the task-oriented condition. Also, perceived contribution moderated the relationship between feedback and self-efficacy, and between self-efficacy and collective-efficacy.
Individual and situational influences on distortion of personality tests
(2000) Mudgett, Bradford Otis, Jr; Quinones, Miguel A.
Individual and situational influences on distortion of personality tests were investigated. It was expected that individuals would use different distortion strategies in different situations and that individual differences would influence distortion. Two laboratory studies were conducted. The first experiment showed that the desirability of personality traits varied for different situations and different jobs. The second experiment showed that self-monitoring influenced distortion. It also found that when told to respond as if applying for a job individuals distorted in the direction that was desirable for that job, and not in a uniformly socially desirable manner. Overall the results indicate that individuals can distort personality tests, socially desirable responding is not the same as distortion, the amount and direction of distortion can vary with different jobs, and individual differences can influence distortion. Therefore, meta-analyses that attempt to equate distortion with social desirability, or that fail to account for the effect of the situation, may reach erroneous conclusions. Researchers need to understand the potential variation in distortion strategies for different situations and use this information to determine what type of distortion is expected rather than assuming distortion will occur in a uniform manner.
Individual differences in the perception of confinement
(1995) Longoria, Roman Gabriel; Quinones, Miguel A.
There has been an abundance of research on people in confined environments. However, when investigating the negative effects associated with working or living in confined environments, the literature has generally tended to focus only on the objective characteristics of the environment. In addition, past research has tended to treat crowding and confinement as a unitary construct. The present paper provides a distinction between crowding and confinement. It also argues that research should examine the mediation of subjective environmental characteristics developed through individual perceptions. Eighty subjects were confined to rooms of varying sizes (volumes). An index to quantify perceptions of confinement was developed. A Perceptual Mediation Model is presented, and it is demonstrated that perceptions of confinement serve as the mechanism through which objective confinement influences state anxiety, negative affect, and mood. Implications for future research and its application are also discussed.
Sexual orientation, gender roles, and occupation: Bias during the selection process?
(1999) Griffith, Kristin Heather; Quinones, Miguel A.
Two studies were conducted examining the relationship between applicant sexual orientation, applicant gender, and hiring bias for stereotypically masculine and feminine jobs. Study 1 examined the job-related traits associated with male and female heterosexuals and homosexuals, and it was found that feminine traits were ascribed to homosexual males and masculine traits were ascribed to homosexual females. Study 2 had subjects rank 10 applicants (one male homosexual, one female homosexual, 4 male heterosexuals, 4 female heterosexuals) for either a masculine or feminine job, and rate the applicants on job selection criteria. Results showed that homosexual applicants were rated lower than heterosexual applicants for masculine and feminine jobs, and there was a 3-way interaction between applicant sexual orientation, applicant gender, and job type. Also examined was the relationship between subject individual differences and trait ratings of applicants with hiring decisions. Future research directions were discussed.
Task frequency rating accuracy: Objective and perceptual bases of agreement
(1996) Richman, Wendy Lynn; Quinones, Miguel A.
This study examined the impact of task engagement and task familiarity on frequency rating accuracy using an objective measure of task frequency. By contrasting findings from the memory literature on frequency estimation with current task analysis practices, this research proposed that task performers and novel experienced respondents would generate more accurate frequency estimates compared to task observers and familiar experienced respondents. Participants were randomly assigned to a task engagement condition (performer vs. observer) as well as to a task familiarity condition (novel vs. familiar). In support of the hypotheses, performers and novel experienced subjects demonstrated greater accuracy in their frequency ratings. These findings were illustrated using several different measures of accuracy. The use of an objective measure of task frequency revealed that discrepancies in frequency ratings are due to respondents' varying job perceptions as opposed to differences in actual task frequency. Implications for task analysis research and practices are discussed.
The effects of feedback type and feedback sign on performance
(1997) Mudgett, Bradford Otis, Jr; Quinones, Miguel A.
This study investigated feedback sign's relationship with performance, satisfaction, and self-efficacy. It was expected that the magnitude of feedback sign's influence would differ by feedback type, personality, and with feedback repetition. The magnitude of feedback sign's influence on performance and self-efficacy was stronger for norm feedback than absolute feedback for individuals with high Conscientiousness or high Extraversion. The magnitude of feedback sign's influence became stronger over trials for self-efficacy, but its effect on satisfaction became weaker over trials for individuals with a high level of Conscientiousness. The direction of feedback sign's effect also varied. Negative feedback led to higher performance than positive feedback for individuals given norm feedback who had a high level of Conscientiousness or a low level of Extraversion, in all other cases positive feedback led to higher performance. These results indicate that feedback type, feedback sign, personality, and feedback repetition can influence reactions to feedback.
The relation between group diversity and group functioning: Disentangling the effects of objective and subjective diversity
(2004) de Chermont, Kelly; Quinones, Miguel A.
This research proposes a revised conceptualization of the construct of diversity in groups to include both the traditional, objective diversity as well as perceptual, subjective diversity. Theoretical rationale for the differentiation is discussed and a framework is proposed in which objective and subjective diversity both have independent effects on group processes and outcomes. Hypotheses were tested through the use of a laboratory experiment in which 46 groups of 3--4 persons each performed organizational simulation tasks. Results include a series of hierarchical regression analyses that provide initial support for the differentiation between objective and subjective diversity. Issues of aggregation, level of analysis, and methodology are discussed. Additionally, the implications of the differentiation of objective and subjective diversity are highlighted.
The relationship between work experience and job knowledge: A theoretical and empirical reexamination
(1997) Longoria, Roman Gabriel; Quinones, Miguel A.
A study was conducted to examine the relationship between work experience and job knowledge. The data used came from the United States Air Force job performance measurement system (JPMS) database. Data on the cognitive ability and job tenure for two hundred seventy-two aerospace ground equipment specialists (AGE) were used. In addition two measures of task experience were obtained for a sample of 24 AGE tasks. These tasks were subsequently quantified in terms of their difficulty. Hypotheses that work experience predicts job knowledge, and that a task-level measure of work experience, as compared to a job level measure, would be more predictive of job knowledge were supported. In addition, it was shown that both cognitive ability and the difficulty of the task moderates the task experience--job knowledge relationship. Theoretical and practical implications of the findings are discussed.
The role of race in organization choice: Are differences Black and White?
(2001) Avery, Derek Reynold; Quinones, Miguel A.
Several recent findings suggest that there are racial differences in organizational attraction. This study examines these differences using a sample of 258 undergraduate and graduate students. In an Internet "virtual site visit" to a fictional company, the level of racial structural integration (SI), salary, and the presence/absence of a diversity management program (DMP) were manipulated. SI, proposed by Cox (1991), is a means of describing the racial/ethnic diversity present among the employees of a firm, whereas diversity management programs are the successors to affirmative action plans. Black participants were most attracted to the organization with the highest level of SI. Furthermore, a type of ethnic identification, other-group orientation (OGO) significantly interacted with SI and participant race to predict organizational attraction. For Whites with low OGO, SI had a negative effect on attraction. For Blacks with high OGO, organizations high and low in SI (but not moderate) were the most attractive.
The role of technical competence in managerial effectiveness: Mediators and moderators
(2000) Hysong, Sylvia Janette; Quinones, Miguel A.
The literature on managerial effectiveness has concentrated on cataloguing the administrative and interpersonal skills necessary for good management, yet has paid little attention to technical skill as a necessary skill at the lower levels of management. To date there is no empirical evidence directly linking technical skill to managerial effectiveness. This study thus tested three hypotheses: (a) technical skill provides incremental value over administrative and interpersonal skill in managerial effectiveness; (b) technical skill is related to social power and influence tactics; and (c) group autonomy significantly moderates the relationship between technical skill and expert power. One hundred seven first-level supervisors from local petrochemical and engineering companies completed an on-line survey, where they answered questions about their professional background and managerial skills; their respective subordinates and supervisors provided information about their technical skill, managerial effectiveness, power, and influence tactics habits. The hypotheses were partially supported; technical skill provided incremental value, and was related to power and influence tactics only when measured judgmentally. Possible explanations and future directions are discussed.
Training design, self-efficacy, and transfer: Resolving a paradox
(2002) Holladay, Courtney Leigh; Quinones, Miguel A.
A possible paradox arises from two major paradigms in the literature studying transfer: designing training to increase transfer (e.g., by including task variation) may lead to lower self-efficacy. The present study investigated this paradox by examining the relationships among design of the practice condition, self-efficacy, and transfer. 82 participants (36 men, 46 women) filled out premeasures, trained on a computer-based task, filled out a self-efficacy measure, and completed a computer-based task for the transfer test. The practice condition was found to impact transfer performance, though not in the expected direction for all transfer tests. While the practice condition did not impact self-efficacy level, the practice condition did impact self-efficacy generalization. Weak support was found for a relationship between self-efficacy and transfer performance. These results suggest relationships among practice condition, self-efficacy, and transfer. Specifically, they indicate that the design of training can influence not only transfer, but also self-efficacy generalization.

Browsing by Author "Quinones, Miguel A."

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